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DRAFT

Learning English with Modern Technology

Student Survey Results

P. Fahy, M. Sturm

19 August 2012

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Contents Background .................................................................................................................................... 3

Research methodology .................................................................................................................. 4

Results ............................................................................................................................................. 4

Student Survey ........................................................................................................................... 4

Conclusions .......................................................................................................................... 15

Teacher Questionnaires .......................................................................................................... 18

Conclusions .......................................................................................................................... 23

Implications and Recommendations ........................................................................................ 24

Assure comfort and portability ............................................................................................. 24

Leverage the use of existing tools ......................................................................................... 24

Integrate social elements ........................................................................................................ 24

Remove common barriers ...................................................................................................... 25

Use technologies for learning English .................................................................................. 25

Use blended learning options ................................................................................................ 25

Attachments ................................................................................................................................. 27

Attachment 1: Student Survey ............................................................................................... 27

Attachment 2: Lesson Plan ..................................................................................................... 35

Attachment 3: Terminology Activities ................................................................................. 38

Attachment 4: Discussion Questions .................................................................................... 39

Attachment 5: ATLAS.ti codes and occurrences ................................................................. 40

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DRAFT

Learning English with Modern Technology

Student Survey Results

P. Fahy, M. Sturm

Background

In early 2012, ESL lessons were conducted with students by Carolyn and Mary

Ellen. The lessons were based on lesson plans specifically designed for engaging

students in understanding the context of learning English in an online environment, and

included completing an online survey investigating students’ use of technologies. The

quantitative data gathered though the online surveys were complemented by qualitative

information provided by the teachers using an open-‐‑ended questionnaire. The sources

and dates of the data used to produce the results in this report are:

• Carolyn: OCISO, 28 March 2012; OCISO, 10 April 2012; Algonquin 4-‐‑A, 2 May

2012; Algonquin LINC 5-‐‑A, 1 May 2012; Algonquin LINC 7, 2 May 2012; Algonquin

LINC 5-‐‑B, 7 May 2012; Algonquin LINC 4-‐‑A, 7 May 2012; Algonquin Pre-‐‑bridging, 7

May 2012.

• Mary Ellen: LINC 3-‐‑4, 20 March 2012; LINC 3, 27 March 2012; LINC 4, 27 March

2012; LINC 4-‐‑5, 27 March 2012.

In this report, the replies to the student online surveys and the notes of the

teachers’questionnaire are shown, followed by a discussion of the implications for

the project.

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Research methodology

Following a carefully designed lesson plan (see Attachment 2), that included

providing a background and introducing a glossary of terms used in the online survey,

students were asked to complete the survey and were then interviewed in groups.

The quantitative data obtained through the online survey tool SurveyMonkey was

compiled and charts were created. After compilation of the qualitative data obtained

through the teacher questionnaires, the notes were entered into ATLAS.ti for analysis.

ATLAS.ti is a qualitative analysis software package that permits coding of replies for

accurate counts, and for later tracking. The implications and discussion sections of this

report are based on output from ATLAS.ti. (Attachment 5 shows the codes used, and

the total occurrence in each document. Note that the LINC 4-‐‑5 group, interviewed by

Mary Ellen on 27 March 2012, is not included in the ATLAS.ti report).

Results

Student Survey

The online survey contained 19 multiple choice questions and a final comment;

there were also opportunities for students to submit additional information on some of

the questions. Overall, 176 students participated in the survey. The following is a

summary of the responses, including charts for most questions.

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English language students

All students were asked if they were students in a LINC (Language Instruction

for Newcomers to Canada) program or an ESL (English as a Second Language) program.

98.8 % of the respondents were LINC students, while the remaining 1.2 % were in ESL.

Use of mobile communications and computing devices

Students were asked about their use of mobile communications and computing

devices. Laptop computers (76.5%), mobile phones (54.1%), and desktop computers

(52.9%) ranked among the highest. Tablet computers (17.6%) already seem to play a

considerable role, maybe increasingly so given their novelty. The use of e-‐‑Readers (6.5%)

may be negligible, given the multi-‐‑purpose use of tablet computers.

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Frequency of use

Students were asked which technology devices they used most often. Laptop

computers were used 69.5% of the time, mobile phones 47.3% of the time, and desktop

computers 31.7% of the time. Tablet computers were only used 12% of the time and e-‐‑

Readers 3% of the time. Given that these statistics are below the numbers for the kinds of

devices used, it can be assumed that students do not use technology devices every day

or on most days. A large number of students does not use desktop computers as often as

mobile devices.

Access to technology devices

Students were asked to identify the points of access from where they use

technology devices. Most students accessed from home (92.9%) and the language

computer lab during class time (56.2%). Mobile access (30.2%) and access at public

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libraries (23.1%) was also important to students. Also, 18.3% of students said they

accessed computing devices from the language lab outside of class time, and 16% said

they used a friend’s or relative’s access. It seems safe to say that a large variety of access

points to technology are important in the lives of language students. [the percentages

below don’t add up to 100%]

Reason for the use of technology devices

Students had the following reasons to use computing devices. Two multiple

choice lists were available to select items from. In the first list, Searching for information

(83.3%) and News and weather (82.7%) where most important but Banking (57.7%) and

Using government resources (54.4%) ranked also high. Internet radio (35.7%) and Podcasts

(19%) represent good resources for language learners, but do not yet receive as much

attention by students as read-‐‑only web sites.

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In the second list, Learning English rated highest at 81.1% but Music (68%), Videos

(66.9%), and Surfing the internet for hobbies and personal interest (65.1%) received high

responses. It can be argued that auditory and visual learning styles, as well as content

that is personally interesting to students, may prove to be most effective.

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Use of programs and web sites

Students were asked what kind of programs and web sites they used. Most use

email (91.5%) and Skype (74.5%) the most, with Facebook and other social networking

sites (56.4%), Word/Excel and similar programs (53.3%), and Texting or instant messaging

(45.5%) used by half of the respondents.

Social networking sites

Intrigued by the results above, and given the project’s interest in using social

networking, the last 50 students participating in the survey were also asked about their

reasons for using social networking sites. Most said that they used them to Stay in touch

with family and friends (88%), Share photos and videos (60%), and Chat online (52%). One

respondent remarked that “I do not use networking sites and I think it wasting time [is

this verbatim? Not grammatical.]. It is better to use special sites like Gmail or Skype

software.”

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Barriers to using technology devices

There are barriers of many types when it comes to using technology devices. The

results from this survey show an even spread between difficulties with A computer and

Internet connection (24.5%), Lack of English skills (23.6%), A computer isn’t always available

(22.3%), Lack of computer skills (21%), Technical difficulties (21%), and Bandwidth (computer

or Internet too slow) (20.4%). A similar number of respondents (26.8%) indicated that they

didn’t have any problems at all. Only a small number of students didn’t like using

computers (5.7%), and/or didn’t see the need to use one (5.1%).

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Cell phones

About eighty-‐‑two percent (81.6%) of students participating in this survey have a

cell phone. 51.1% have a regular cell phone, 30.9% a SmartPhone, and 23% an iPhone.

Among other devices (5%) used by students as a phone are Blackberries, Android-‐‑driven

phones, and tablet computers.

The reasons to use of cell phones and similar devices among students are mainly

Speaking to people (98.6%), Texting or instant messaging (67.6%), and Taking pictures

(62.6%). Using phones to play Audi/video (42.4%) and Checking email (37.4%) also rate high.

About a quarter of respondents also used their phones to Play games (25.9%) and Surf the

Internet (25.9%). Other respondents added that they used their phone as an English to

Arabic translator, to Remember things to do, to Use social networking sites, and to Read novels.

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Computers and learning English

Eight-‐‑five percent of students participating in this survey indicated that they had

used English language learning materials that are online or on a computer; 98.6% of

students found these materials either very helpful or helpful. Having been asked to

compare using a computer with learning from a live teacher, students responded that

using a computer was a good way when being engaged in Watching (videos, animations,

etc.) (89.7%), Listening (77.7%), Reading (75.3%), Writing (57.6%), and Speaking (57%)

activities. With a third of students stating that Speaking and Writing are best done with a

live teacher present, teachers may choose to spend most of their face-‐‑to-‐‑face time in

these areas to best meet these needs and interests.

Students were also asked if they thought that newcomers to Canada needed

more opportunities to learn English using computers; 93% said yes. When asked what

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kinds of computer-‐‑based English language instruction would be useful to them, they

indicated that LINC levels 1-‐‑4 were a priority (70.4%). LINC levels 5-‐‑7 were also on top

of the list, at 52%, as was materials for Self-‐‑study (50.7%). English in the workplace

(40.1%) and the Canadian Citizenship test (37.5%) was also important to students

participating in this survey. The more than a quarter of respondents choosing English

for small businesses (28.9%) , the TOEFL Test (27%), and Occupation-‐‑specific language

training (OSLT) (22.4%) give evidence of the varied but specific needs of newcomers.

Learning preferences

In adult learning, and especially with students with a variety of educational

experiences, considering learning preferences in the design of language instruction can

go a long way to contribute to successful learning opportunities. Students in this survey

were simply asked which way they like to learn.

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About half of the respondents said that they like most Using learning materials on

a computer in a classroom (56.5%) and/or Online learning with the support of a teacher

(53.1%). Only 23.7% said that they liked Learning independently without a teacher most,

while 33.1% didn’t like it at all. Around 40% were OK with any of the three choices

presented. These results underline the important role of a teacher, even when students

are engaged in learning on a computer in a classroom or online. One student aptly put it:

“I recommend using computer for learning English, but we still need a teacher.”

For this question, many students offered additional comments. They said that

what was important to them as well was:

• providing books to use outside of class to do more exercises;

• having more practice trough phones to help quickly developing listening

skills;

• providing web sites with grammar exercises for self-‐‑study;

• practicing English speaking online, chatting with someone, using the phone;

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• using web sites to do many exercises and exams at the same time;

• listening to exercises, then reading exercises, then learning vocabulary and

grammar;

• learning through movies and music;

• using hard copies of materials;

• testing students’ knowledge and giving standards after each topic, rather

than evaluating at the end of the course;

• talking with Canadian people;

• learning English by watching TV, listening to the radio, watching computer

videos, etc.;

• watching news on TV, movies, shows, and series;

• reading books.

When asked what made learning English using computers interesting and

useful, students indicated that Videos (83%), Audio (58.5%), and Linked resources (49.7%)

were most important. User interactivity (39.5%), Games (30.6%), and Graphics (29.3%) are

also important elements to consider when designing computer-‐‑based language

instruction that aims to be interesting and useful for students by taking their learning

preferences into account.

Conclusions

From the student survey, the following conclusions emerged:

1. The most common devices available to and used by students were laptop and

desktop computers, and mobile phones.

2. Most frequently used devices were laptops, mobile phones, and desktops. It

appears from these two points that students were more likely to use portable

devices than fixed devices.

3. Students most often made use of these devices at home, in the language lab,

when on their mobile devices, or from libraries. This indicates that having a

conducive place (the home and school, the library) were important to usage.

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4. When asked about their uses of technologies, students listed learning

English, accessing music and videos, and surfing the web; least common was

using technology for business purposes.

5. Most common uses of technology were for e-‐‑mail (over 90%), Skype, Facebook,

and Microsoft Office (all of the latter scored more than 50%); least used was

Twitter.

6. The uses that students most commonly made of technology were decidedly

social: staying in touch, sharing, and chatting were the uses mentioned by

more than 50% of the respondents.

7. Barriers to technology use included lack of an adequate Internet connection,

lack of sufficient English skills, a computer not available, or personally

deficient computer skills. (Each of these was cited by between 20 and 25% of

respondents.) Between 27% and 51% of responses cited computer or Internet

related barriers (lack of access; unreliable). Only 5% of respondents said that

they had no need to use technology to communicate.

8. Within this group, a vast majority (82%) had a cell phone, 31% a smart-‐‑

phone, and 23% an iPhone. Uses of these devices were games (about 25%), e-‐‑

mail (37%), and surfing (26%).

9. In relation to learning, 85% of these respondents claimed that they had use

technology for that purpose; 99% said that the technologies they had used

had been helpful. In regard to their preferences, they cited speaking,

listening, animations, video, and reading as activities they found useful for

learning the language on technologies.

10. Ninety-‐‑three percent of the respondents said that newcomers should use

technologies to help them learn English.

11. Seventy percent of these respondents thought that LINC levels 1 through 4

could be supplemented by online technologies; 52% thought LINC levels 5

through 7 could be; 40% thought workplace English skills could be enhanced

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by technologies. About a third (30%) thought individuals could prepare for

the citizenship test with technologies.

12. Finally, 57% of the respondents preferred the classroom; 53% thought a

combination of a teacher and online technologies would work for them; and

about a quarter (24%) felt they could learn independently. Thirty-‐‑three

percent did not like independent learning at all, while 40% were open to all

three of these options.

From from the above it is clear that students were highly technology-‐‑oriented,

and that they felt technologies could supplement, or perhaps even constitute, a primary

learning resource for acquiring English skills. This is an important finding of the survey.

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Teacher Questionnaires

The findings of the surveys were as follows for each of the questions posed to the

students as shown below. Results are reported as recorded by the investigators

(instructors) using the Discussion Questions handout (Appendix 4); the number of

mentions noted in students’ replies is shown in parentheses.

1. How do you keep in touch with your friends and family? i. E-‐‑mail (x13); regarded as “old-‐‑fashioned” by some; for business, or when

there isn'ʹt a lot of time for chatting; cell phone with family (“don’t have e-‐‑mail”), texting in N. America; e-‐‑mail on smartphone; sometimes cheaper.

i. “70% use email.” ii. “90% do use email, especially for letters, longer communication.”

ii. Skype (x17) (free; easy; reliable; convenient; video available (x2); use with e-‐‑mail; connection to cell phone is not free, but is inexpensive; person on other end must be able to use (x2); MSN (x2); others; YAHOO (x3); YAHOO news; What’s up; Team Viewer; Viper, Tango (some say easier than Skype); like face-‐‑to-‐‑face.

i. Seventy percent use a webcam to see those at other end. ii. “90% of the students prefer to use Skype because they enjoy

virtual f2f and it’s cheap and easy.” iii. “70% prefer using Skype because of virtual f2f time with family.”

iii. Facebook (younger people more likely to use this) (x8). iv. Text (x7); especially good when they have a short question; when the

other is busy; easy (x2), fast to get a reply (x2); works especially well with Canadians; can use any time.

i. Texting is relatively rare. ii. 20% are texting, for example to husband for quick communication.

v. Cellphone (relatively cheap and easy; portable; can be expensive, but is convenient) (x12); cheaper if multiple phone cards are bought at once; only ¼ of the group has a cellphone.

i. “90% have cell phones. Several students text in their first languages.”

vi. Various websites for video or chat (x2); Skype, Oovoo (better connection than Skype) (x2), or Messenger. (Chat not as convenient as calling, as you need to make an appointment with other party.)

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vii. Watching movies (x6). viii. Listening to music, audio, lyrics. ix. Google search for various websites (x2). x. QA (Chinese networking site). xi. One student uses MSN. xii. Oovoo, Skype are most convenient.

2. How do you use the Internet to improve your English?

i. Dictionary.com (teacher referred them during vocabulary lesson); other online dictionaries (x10);

i. www.dict.com. ii. www.starfall.com

ii. Movies (x4). iii. English newspapers; news sites (x4). iv. Sport sites. v. Google Translate (x5) (for homework; search for information in their native

language, then use Google translate); Alta Vista also has translation capability. [Google translate (x2) (“When I asked how they used it, there was some back and forth that involved the teacher, who claims the students hand in Google translated materials. Although Google Translate was mentioned often, this was the first and only time that a participant mentioned that Google Translate is bad.”]

vi. Google.com. vii. Google maps (x2). viii. YouTube (x20) (with songs, lyrics, subtitles, videos, cartoons; about 50%).

i. Especially good for learning idioms; ii. 80% of the class uses, especially "ʺhow to"ʺ videos in English (x4):

driving, fishing, cooking, and dancing, and fashion, Canadian culture, and singing songs in English;

iii. Some watch self-‐‑published videos; iv. Small business topics.

ix. Wiki (posted by teacher, include songs, news articles, links, etc.). x. Studying history and geography for citizenship test. xi. Anglais facile (French is first language). xii. English grammar help. xiii. Algonquin Edulinc (x4); supplemented by teacher. xiv. Ask.com. xv. Recipes found through Google.

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xvi. Randall’s ESL Cyber Listening Lab (referred by teacher). xvii. Googling “how to write” or other learning English web sites (x3). xviii. Write-‐‑in comment: Kids webs for learning English, Spanish and French. xix. Native English Room. xx. TOEFL sites (but costly). xxi. A couple of students said there are many, many sites for learning English

(so one person was pondering about how to answer the question about whether "ʺmore"ʺ are needed). However, quality varies greatly: they haven'ʹt found one site that is uniformly good for all their needs. They would like a site that leads them through a progressive program of learning.

xxii. E-‐‑books, or online reading (5). i. About 50%. ii. E-‐‑books with children.

xxiii. www.ESL-‐‑Lab.com

3. What are your favourite websites? Why? i. News websites in first language (such as PLD, SINA, Al Jazeera) (x4);

native sites used because students don’t know anything about Canada yet.

i. All are native language sites; students are not familiar with English language websites (x2).

ii. 51.ca (x3) iii. www.qq.com iv. sina.cn v. sow.cn vi. G-‐‑mail. vii. Badoo. viii. Netflix. ix. Government of Canada (citizenship and immigration). x. Job search sites. xi. www.nate.com xii. www.google.ca xiii. Randall’s listening lab xiv. Japanese anime site xv. Arabic social networking site. xvi. News

ii. English websites (BBC, CBC (x5))

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iii. Google maps iv. OC Transpo (route planner) v. Job search sites vi. Encyclopedia sites for homework vii. YouTube (especially for songs) (x3). viii. Internet TV (x2). ix. Facebook (x7); depends on the languages of the other person. x. News programs (especially about country of origin) (x2). xi. Wikipedia. xii. University of Victoria (x2) – free ESL materials. xiii. Sites to learn about Canadian life. xiv. Google.ca (x4). xv. Firefox. xvi. New York Times. xvii. TedTV -‐‑ videos, transcripts and translation. xviii. National Geographic. xix. Videos about listening activities and entertainment xx. www.esl.lab xxi. Toronto.com xxii. 211.Canada

4. Do you use your mobile phone to access the Internet?

i. Rarely (x4); 2 of 16; 2 of 12; 3 of 8. ii. Only a small number (those who own smartphones) (x2). iii. Most do this…. I’m pretty sure these learners would say they can imagine

using their phones to learn English. One student uses his phone to access an online dictionary during class.

iv. About half of the class own cell phones; about half of those access the Internet.

v. Sometimes use mobile phone. vi. Prefer cell phone. vii. Only for texting. viii. “10 out of 12 learners said yes.” ix. Google.

5. Could you imagine using your cell phone to improve your reading?

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i. Initially, students confused by this question, then still unsure. A couple said “maybe,” and referred to texting. Most said text area is too small to do much reading.

ii. Relatively few have phones or smart phones and they clearly could not imagine this (x2); free apps only.

iii. Write-‐‑in: e-‐‑book. iv. Write-‐‑in: It will be amazing for me and my kids. v. Write-‐‑in: Yes, there are some apps that help you to improve your new language. vi. One person said yes, everyone else had no ideas on this, and apparently

no interest in discussing it. vii. One person spoke about how convenient this is – listening to the radio on

the bus, for example – and the rest seemed to agree. However, because of the size of the screen, they would prefer listening rather than learning activities.

viii. Eighty percent said they would use their phone. ix. No = 7; yes = 4. x. “100% said yes.” xi. “70% said yes.” xii. Rosetta Stone software.

6. Could you imagine using your cell phone to improve your listening?

i. Half said yes. No time to discuss, but we had talked about Podcasts earlier. Their teacher uses one regularly in class.

ii. Most could not, at least partially because they do not have smartphones. iii. At most half of the students own a cell phone or smart phone. One person

listens to audio books, while looking at a PDF file of the content. Another person subscribes to an ESL podcast. There was some polite interest from the group in using phones in this way, but a strong consensus that you can'ʹt do much reading on a cell phone, as the screen is too small.

iv. Agreement (individual). v. Write-‐‑in: With audio boo. vi. Write in: It will be easy way, because I’m always busy as a mom. vii. Write-‐‑in: That would be perfect. viii. Only about 6 students have any kind of mobile phone. 3-‐‑4 of those people

actively use them to learn English: accessing the Internet, reading news, Facebook pages about learning English. One person has installed apps: Test Your English, Wordnet. Other students didn’t react to this, or contribute anything they might be able to imagine.

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ix. Eighty percent said they would. x. Yes = 12; want/willing to try = 2. xi. “100% said yes.” xii. “60% said yes.”

i. One was familiar with MP3 files for downloading conversations and listening on phone.

Conclusions

The following conclusions are derived from the teacher questionnaire:

1. The most commonly used technologies (utilities and apps; see Attachment 5)

are (ranked):

i. Youtube

ii. News

iii. Skype

iv. E-‐‑mail, texting

v. Facebook

vi. Online dictionaries

vii. Google, Google translate, movies, songs

viii. Cellphone

ix. CBC

2. Instructors should be aware that students may not own cellphones or smart-‐‑

phones.

3. E-‐‑mail, though considered “old-‐‑fashioned” by some, is used by most

students. Facebook and YouTube are very popular.

4. Students may not think of learning English on their digital devices.

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Implications and Recommendations

Assure comfort and portability

The student survey showed that students are more likely to use portable devices and

that the quality of the environment where learning takes place via technologies is of

high importance.

• Portable devices, including laptops and smartphones, need to be readily

available to students, either supplied by the program or by the students

themselves (“Bring Your Own Device”).

• A conducive place (at home, at the program, and/or at the library) is essential to

take advantage of technologies for learning; programs need to create conducive

spaces for students to access computers and mobile devices.

Leverage the use of existing tools

The student survey indicates that e-‐‑mail, Skype, and Facebook were the most used

communication technologies. From the teacher questionnaires, the most commonly used

technologies were Youtube, News web sites, Skype, E-‐‑mail, texting, and Facebook.

• When using communication technologies, including social media, for learning

programs should use the technologies that students are already familiar with

• Students should be surveyed about their use of communication technologies to

identify appropriate tools to be used for learning.

• Applications that are used should be available across multiple platforms and

devices.

Integrate social elements

Many students in the survey said that staying in touch, sharing, and chatting were

important uses of technologies for them.

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• Communication technologies, including social media, should be used to enhance

the learning experiences of students with social elements.

• Technologies can provide social spaces for collaborative learning outside the

classroom and thus extend learning opportunities beyond the program.

Remove common barriers

Barriers to technology use included lack of an adequate Internet connection, lack of

sufficient English skills, unavailability of computers, or personally deficient computer

skills.

• Programs and funders have to collaborate on identifying strategies to assist

students in accessing technologies for learning consistently and effectively.

Use technologies for learning English

Almost all survey respondents said that newcomers should use technologies to help

them learn English. Many of these thought that LINC levels 1 through 4 could be

supplemented by online technologies. However, students may not think of learning

English on their own digital devices.

• Students at LINC levels 1-‐‑4 can benefit from the use of technologies; learning

resources and learning objects should be developed and made available to

programs.

• Program need to integrate the use of personal mobile devices and find ways to

demonstrate to students how they can use them for learning English.

Use blended learning options

More than half of students in the survey preferred the classroom and about the same

amount thought a combination of a teacher and online technologies would work for

them. About a quarter felt they could learn independently and a third did not like

independent learning at all, while many students said they were open to all three of

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these options. However, blended learning environments and e-‐‑learning options are still

new to many teachers and students.

• Programs need to provide students with a variety of options to engage with

learning content; technologies can make it easier to provide a variety of options

to students with varying needs.

• The benefits and implications of e-‐‑learning need to be described and

demonstrated to teachers and students. Teachers need to be assured that using

blended learning strategies is beneficial to their teaching practice.

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Attachments

Attachment 1: Student Survey

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Attachment 2: Lesson Plan Theme: Education

Topic: Learning English with Modern Technology CLB Outcome Level(s): 7

Stage: 2 Estimated Time: 60 minutes

Task: Students learn technology terminology and how

to complete a survey, provide feedback in group

discussion

Materials: A computer lab with Internet access,

terminology activities and discussion questions handouts

Canadian Language Benchmarks (CLB) outcomes:

By the end of this topic, learners will be able to …

Speaking

• Interaction in a group, participates in a small group discussion. (7) • Expresses opinions, feelings and reservations. (7) • Qualifies own opinion. (7)

Listening

• Understand sets of instructions related to simple technical and no-technical tasks (7) • Follows clear spoken instructions as required. (7) • Follows sequence markers and other linguistic clues in the text to comprehend the order of steps. (7) • Seeks clarification and confirmation where possible. (7) • Completes instruction/direction task. (7)

Reading

• Identifies specific factual details and inferred meanings in the texts. (7) • Follow a set of written instructions on 10- to 13-step everyday procedures related to simple technical

tasks. (7) • Guesses meanings of words. Distinguishes facts from opinions. (7)

Writing • Fills all form sections with required information. (7) • Demonstrates adequate vocabulary for the topic. (7)

Language and culture focus for the learning activities: (Language focus should include vocabulary range in

general terms i.e. polite interrupters, requests for clarification, sequential markers, giving explanations).

Grammar: Yes/No questions, Wh-questions, structures for giving an opinion, transitional devices for ordering a

sequence

Vocabulary: terms related to technology, names of devices, terms related to surveys

Culture: learning English online, skills training online, technology survey

Suggested teacher resources and classroom materials needed:

https://www.surveymonkey.com/s/LIT2Tlearnersurvey

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Learner Profile:

LINC 3+

Learning activities:

1. Warm-up − Learners (10 minutes):

• brainstorm about mobile communications and computing devices used by learners

• introduce the following list: device, laptop computer, desktop computer, tablet computer, mobile computer, i-

phone, smartphone, e-reader

2. Writing Task − Learners (15 minutes):

• learners review the new vocabulary in handout supplied by the teacher: a glossary of modern technology terms

and related survey terms

• follow the teacher’s instructions and work in pairs to complete the terminology matching activity and crossword

handout

3. Speaking Task − Learners (20 minutes):

• in small groups, learners discuss their technology habits (handout)

Complete the survey!

4. Reading and Writing Task − Learners (15 minutes):

• learners login to https://www.surveymonkey.com/s/LIT2Tlearnersurvey and complete the survey online.

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Attachment 3: Terminology Activities

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Attachment 4: Discussion Questions

Using Computers to Learn English

Place:

Teacher:

Date:

Participants:

1. How do you keep in touch with your friends and family?

2. How do you use the Internet to improve your English?

3. What are your favourite websites? Why?

4. Do you use your mobile phone to access the Internet?

5. Could you imagine using your cell phone to improve your reading?

6. Could you imagine using your cell phone to improve your listening?

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Attachment 5: ATLAS.ti codes and occurrences

learning&englishwithmoderntechnology& …3" " " " & draft& & learning&englishwithmoderntechnology&...

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